5.5 Assessment
5.5.1 Summative external assessment 1: Oral examination (25%)
Purpose
The oral examination is designed primarily to assess the student’s knowledge and skill in using spoken Tamil. It relates to Objectives 1 and 4.
Specifications
Conditions
• Time: approximately 15 minutes in total.
• Dictionaries or electronic devices are not permitted in the oral examination.
• Notes or cue cards are not permitted.
The oral examination has two sections.
Section 1: Conversation (approximately 7 minutes)
The examination will begin with a conversation between the student and the examiner(s). It will consist of a general conversation about the student’s personal world (e.g. life, family and friends, interests, and aspirations).
Section 2: Discussion (approximately 8 minutes)
After the conversation, the student will indicate to the examiner(s) the subject of the detailed study chosen for the discussion. In the discussion, the student will be expected to explore with the examiner(s) the subject of the detailed study, and refer to the texts studied. The student may also wish to refer to personal experiences related to the subject of the detailed study.
The student may support the conversation and discussion with objects such as photographs, pictures, and maps.
Assessment criteria
When judging performance in the oral examination, the examiner(s) will take into account the extent to which the student demonstrates:
• the capacity to maintain a conversation and discussion (comprehension, communication strategies);
• relevance and depth of treatment of information, opinions, comment;
• clarity of expression (pronunciation, intonation, stress);
• accuracy of vocabulary and sentence structures;
• range and appropriateness of vocabulary and sentence structures. The oral examination will address all of the criteria.
All candidates will be examined against the following criteria developed by the VCAA for the Victorian Certificate of Education Tamil Study Design.
Section 1: Conversation Communication
Criterion 1: Capacity to maintain and advance the exchange appropriately and effectively
• capacity to link with assessors
• effectiveness of communication and repair strategies
• degree of support necessary to maintain the exchange
In demonstrating the capacity to maintain and advance the exchange
appropriately and effectively, the candidate Marks
• demonstrates an excellent level of understanding by responding readily and confidently
• uses highly effective repair strategies
• carries conversation forward with spontaneity
• needs no support.
9–10
• demonstrates a very good level of understanding
• has very good repair strategies
• carries the conversation forward with confidence
• needs minimal support.
7–8
• demonstrates a good level of understanding
• has good repair strategies
• communicates well, with some hesitations and pauses
• often needs support.
5–6
• demonstrates a limited level of understanding and ability to advance the conversation
• has limited repair strategies
• is slow to respond, with frequent hesitation and false starts
• needs frequent support.
3–4
• has minimal ability to interact
• needs a great deal of support. 1–2
• provides no evidence of meeting this criterion. 0
Content
Criterion 2: Relevance, breadth and depth of information, opinions and ideas
• relevance of information/ideas
• range of information/ideas
• capacity to support/elaborate on ideas/opinions with reasons/examples/evidence/new ideas In demonstrating the relevance, breadth and depth of information, opinions and
ideas, the candidate Marks
• presents an excellent range of information, opinions and ideas clearly and logically with highly relevant responses
• is able to clarify, elaborate on and defend opinions and ideas very effectively
• demonstrates excellent preparation.
9–10
• presents a very good range of information, opinions and ideas which are usually relevant
• is able to clarify, elaborate on or defend opinions and ideas most of the time
• demonstrates a very good level of preparation.
7–8
• presents a good range of information, opinions and ideas which are generally relevant
• has the ability to clarify or elaborate on opinions and ideas some of the time
• demonstrates a good level of preparation with some gaps.
5–6
• presents a limited range of information, which is not always relevant
• has difficulty clarifying or elaborating on opinions and ideas
• does not appear to have prepared adequately.
3–4
• presents a very limited range of information
• shows little evidence of preparation. 1–2
• provides no evidence of meeting this criterion. 0
Language
Criterion 3: Accuracy of vocabulary and grammar
In demonstrating accuracy of vocabulary and grammar, the candidate Marks
• uses sophisticated vocabulary and structures, accurately and appropriately
• usually self-corrects. 9–10
• has very good control of vocabulary and structures and uses them accurately and appropriately
• usually self-corrects. 7–8
• has good control of simple vocabulary and structures
• is able to express meaning despite errors
• tends to rely on rote-learned language and anglicisms.
5–6
• has limited control of simple vocabulary and structures
• makes frequent and intrusive errors
• relies on rote-learned language and anglicisms.
3–4
• uses very limited vocabulary and structures
• relies heavily on rote-learned language and anglicisms. 1–2
• provides no evidence of meeting this criterion. 0
Criterion 4: Range and appropriateness of vocabulary and grammar
• variety of vocabulary, grammar and expressions
• appropriateness of vocabulary and grammar to the context, audience and purpose of the task
• appropriateness of style and register
In demonstrating range and appropriateness of vocabulary and grammar, the
candidate Marks
• uses an excellent range of vocabulary, structures and expressions
• consistently uses highly appropriate style and register. 9–10
• uses a very broad range of vocabulary, structures and expressions
• demonstrates a good awareness of appropriate style and register. 7–8
• uses a good range of vocabulary, structures and expressions
• generally demonstrates an awareness of style and register. 5–6
• has control of simple structure and a narrow range of vocabulary
• often uses inappropriate style and register. 3–4
• uses a very limited range of vocabulary and structures
• demonstrates very little awareness of style or register. 1–2
• provides no evidence of meeting this criterion. 0
Criterion 5: Clarity of expression
• pronunciation, intonation, stress and tempo
In demonstrating clarity of expression, the candidate Marks
• has excellent
pronunciation
intonation
stress
tempo.
9–10
• has very good
pronunciation
intonation
stress
tempo.
7–8
• has good
pronunciation
intonation
stress
tempo
with minor problems.
5–6
• has limited
pronunciation
intonation
stress
tempo
with significant problems.
3–4
• is often unintelligible. 1–2
• provides no evidence of meeting this criterion. 0
Section 2: Discussion Communication
Criterion 6: Capacity to maintain and advance the exchange appropriately and effectively
• capacity to link with assessors
• effectiveness of communication and repair strategies
• degree of support necessary to maintain the exchange
In demonstrating the capacity to maintain and advance the exchange
appropriately and effectively, the candidate Marks
• demonstrates an excellent level of understanding by responding readily and confidently
• carries the discussion forward with some original input
• uses highly effective repair strategies
• needs no support.
9–10
• demonstrates a very good level of understanding by responding readily
• carries the discussion forward with confidence
• has very good repair strategies
• needs minimal support.
7–8
• demonstrates a good level of understanding and is able to advance the discussion most of the time
• communicates well with some hesitations and pauses
• has good repair strategies
• often needs support.
5–6
• demonstrates a limited level of understanding
• is slow to respond with frequent hesitations and false starts
• has limited repair strategies
• needs frequent support.
3–4
• has minimal ability to interact
• needs a great deal of support. 1–2
• provides no evidence of meeting this criterion. 0
Content
Criterion 7: Capacity to present information, ideas and opinions on a chosen topic
• capacity to support and to elaborate on information, ideas and opinions with reasons, examples, evidence and/or new ideas
In demonstrating the capacity to present information, ideas and opinions on a
chosen topic, the candidate Marks
• presents an excellent range of information, ideas and opinions clearly and logically with highly relevant responses
• is able to clarify, elaborate on and defend opinions and ideas very effectively
• demonstrates excellent preparation of the topic.
9–10
• presents a very good range of information, ideas and opinions which are usually relevant
• is able to clarify, elaborate on or defend opinions and ideas
• demonstrates a very good level of preparation.
7–8
• presents a good range of information, ideas and opinions, which are generally relevant
• is usually able to clarify or elaborate opinions and ideas some of the time
• demonstrates a good level of preparation with some gaps.
5–6
• presents a limited range of information, which is not always relevant
• has difficulty clarifying or elaborating ideas and opinions
• does not appear to have prepared the topic adequately.
3–4
• presents a very limited range of information
• shows little evidence of preparation. 1–2
• provides no evidence of meeting this criterion. 0
Language
Criterion 8: Accuracy of vocabulary and grammar
In demonstrating accuracy of vocabulary and grammar, the candidate Marks
• uses sophisticated vocabulary, structures and expressions, accurately and appropriately
• self-corrects. 9–10
• has very good control of vocabulary and structures, and uses them accurately and appropriately
• usually self-corrects. 7–8
• has good control of simple vocabulary and structures
• is able to express meaning despite errors
• tends to rely on rote-learned language and anglicisms.
5–6
• has limited control of simple vocab and structures
• makes frequent and intrusive errors
• relies on rote-learned language and anglicisms.
3–4
• uses very limited vocabulary and structures
• relies heavily on rote-learned language and anglicisms. 1–2
• provides no evidence of meeting this criterion. 0
Criterion 9: Range and appropriateness of vocabulary and grammar
• variety of vocabulary, grammar and expressions
• appropriateness of vocabulary and grammar to the context, audience and purpose of the task
• appropriateness of style and register
In demonstrating range and appropriateness of vocabulary and grammar, the
candidate Marks
• uses an excellent range of vocabulary, structures and expressions
• consistently uses highly appropriate style and register. 9–10
• uses a very good range of vocabulary, structures and expressions
• demonstrates a good awareness of appropriate style and register. 7–8
• uses a limited range of vocabulary, structures and expressions
• generally demonstrates an awareness of style and register. 5–6
• uses a limited range of vocabulary and structures
• occasionally uses appropriate style and register. 3–4
• uses a very limited range of vocabulary and structures
• demonstrates little awareness of style or register. 1–2
• provides no evidence of meeting this criterion. 0
Criterion 10: Clarity of expression
• pronunciation, intonation, stress and tempo
In demonstrating clarity of expression, the candidate Marks
• has excellent
pronunciation
intonation
stress
tempo.
9–10
• has very good
pronunciation
intonation
stress
tempo.
7–8
• has good
pronunciation
intonation
stress
tempo
with minor problems.
5–6
• has limited
pronunciation
intonation
stress
tempo
with significant problems.
3–4
• is often unintelligible. 1–2
• provides no evidence of meeting this criterion. 0